B. Research Participants
The research participants were the second grade students class XI-IA.2 at
SMA Negeri 1 Maos. Based on the observation, there were 8 out of 47 students in the class who became the research participants. They were chosen because they
were the weakest students in class. Their performance in speaking was poor. It could be seen when they did the task to introduce themselves. They spoke
unclearly and choppily.
C. Research Instruments
In the research, the researcher used four kinds of research instruments to gather the data. They were the ACTFL proficiency guidelines, field notes, open-
ended questionnaire and speaking fluency rubric.
1. The ACTFL Proficiency Guidelines of Speaking From California
University of Pennsylvania
ACTFL stands for the American Council for the Teaching of Foreign Language. The guidelines provide the criteria for assessing fluency. The
researcher used the ACTFL guidelines for novice level because the participants of the research were novice-level students. The general description about ACTFL
proficiency guidelines for novice level is the guidelines which are used to measure the students’ proficiency level which is characterized by the ability to
communicate minimally with learnt material. There are three types of novice level in the guidelines. They are novice low, novice mid and novice high ACTFL
Proficiency Guidelines, as cited in http:www.actfl.orgfilespublicGuide linesspeak.pdf..
The students are regarded as novice low level students if they can only produce isolated words with a few high frequency phrases and they have no
functional communicative ability. When the students can produce more than two or three words, show frequent language pauses and repetition of interlocutor’s
words and also show some difficulties of producing even the simplest utterances, they are regarded as novice mid level students. While, the novice high level
students are those who are able to use the learnt utterances in communication, who can ask questions or statements involving learnt materials, who show signs of
spontaneity and who use vocabularies which center on areas such as basic objects, places and most kinship terms.
2. Field Notes
The researcher recorded the data of what she heard and saw during the class activities in field notes, which were useful to monitor students’ performance
and students’ improvement. The researcher wrote some notes of important information, which were related to the students’ speaking fluency progress. The
format of field-notes is shown in Table 3.1. Table 3.1 shows the format of field-notes which provides some beneficial
information. It describes the name of the class, the date of the lesson, objectives, planned outcomes, and particular notes points of attention. In the objectives, the
teacher can write what activity or task the teacher should do in the class. In the PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
planned outcomes, the teacher can write the activity or task that will be done by the students at the end of the lesson. While in particular notes, the teacher can
write some important information or the problem which occurs during teaching- learning activities.
Table 3.1. The Format of Field-notes Wallace, 1998: 60
SINGLE LESSON TIME LINE RECORD SHEET
Name ………………….. Date………….. BEFORE THE LESSON
Objectives: ………………………………..
……………………………….. Planned outcomes:
………………………………. ……………………………….
Particular notes points of attention: ……………………………….
……………………………….
3. Open-ended Questionnaire
This open-ended questionnaire was used as the students’ reflection on what they have learnt or experienced in the class. The researcher could also
monitor students’ progress through this questionnaire. The researcher would know whether the students made progress or not. The format of the open-ended
questionnaire can be seen in Table 3.2. Table 3.2 is the format of open-ended questionnaire. There were four
questions in the questionnaire. The students could write their perception toward the implementation of a particular technique and toward the teaching-learning
activities during the lesson. From the questionnaire the teacher could gain some PLAGIAT MERUPAKAN TINDAKAN TIDAK TERPUJI
important information about facts personal perceptions, students’ experiences, students’ opinions preferences andor students’ ideas.
Table 3.2. The Format of the Open-ended Questionnaire
QUESTIONNAIRE 1.
Question 1 Answer:
………………………….. …………………………..
2. Question 2
Answer: ………………………….
………………………….
3. Question 3
Answer: …………………………
…………………………
4. Question 4
Answer: …………………………
…………………………
4. Speaking Fluency Rubric
In this research, the rubric used was made by compiling four competencies from different sources. The four competencies in this speaking fluency rubric are
vocal expression, pronunciation, fluency and vocabulary. The first competency was taken from School-wide Academic Rubric for Speaking, as cited in
http:rhamhs. reg8.k12.ct.usRubricSpeaking.htm. The second competency taken from Fairfax County Public School – PALS: Performance Assessment for
Language Students, as cited in http:www.fcps.eduDISOHSICSforlangPALS rubrics2spk_exp.htmPronunciation. The third competency taken from IELTS
Speaking Band Descriptors Public Version , as cited in http:www.ielts.org_ libpdfUOBDs_SpeakingFinal.pdf. The last competency taken from Baak
“FORUM Portfolio Development: An Introduction”, as cited in http:exchanges. state.govforumvols vol35no2p38.htm. The speaking fluency rubric which was
used in this classroom as a whole can be seen in Table 3.3.
Table 3.3 The Speaking Fluency Rubric Compiled from Different Sources VOCAL EXPRESSION
1 The audibility and clarity of speech are very poor. 2 The audibility and clarity of speech are poor.
3 The audibility and clarity of speech are fair. 4 The audibility and clarity of speech are good.
PRONUNCIATION 1 Speech is so strongly influenced by first language that message is often
incomprehensible and difficult to understand. 2 Speech is still strongly influenced by first language and usually understood.
3 Speech continues to be influenced by first language and understood without difficulty.
4 Speech is less influenced by first language, begins to contain elements of a native accent and readily understood.
FLUENCY 1 Almost no rateable language, no communication possible.
2 Pauses lengthily before most words, little communication possible. 3 Speaks with long pauses, has limited ability to link simple sentences, gives only
simple responses and is frequently unable to convey basic message. 4 Cannot respond without noticeable pauses and may speak slowly, with frequent
repetition and self-correction; links basic sentences but with repetitious use of simple connectives and some breakdowns in coherence.
VOCABULARY 1 Little knowledge of English vocabulary.
2 Limited range; frequent errors of word form, choice, usage, meaning confused. 3 Adequate range; occasional errors of word form, choice, usage, but meaning not
obscured. 4 Effective and appropriate word choice and usage.
Table 3.3 is the speaking fluency rubric which was used in this research. There are four speaking competencies in this rubric and every competency has
four scores. Each score has its description of the competency. As written before, the competencies in the rubrics were chosen from different references and they
were adapted to the competencies which had been observed or measured.
B. Data Gathering Technique
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